qualification aims - actvet · 8 | level 4 composite award in facilitating leadership abu dhabi...

1 | Level 4 Composite Award in facilitating leadership

Abu Dhabi Centre for Technical and Vocational Education and Training

Leadership

Qualification title: Level 4 Composite Award in facilitating leadership

Qualification code: CAOF95040112

Qualification structure

Qualification type:

Composite Award

Discipline:

O

Sector:

F95

Level:

4

No in series:

01

Year of approval:12

Credit value:

11 Credit hours

Certification requirement:

3 units: 3 core

Qualification aims

The aim of the qualification is to provide learners with an understanding of the principals of

management and learning, provide personal leadership, develop and lead teams, and lead and

manage people.

Qualification units

Core units

Unit code: Unit

no: Unit title: Level:

Credit

value:

OF950400212 1 Understand the principles of management and

leadership 4 4

OF950400312 2 Provide personal leadership 4 4

OF950400412 3 Develop and lead teams and individuals 4 3

Specialist units

Unit code: Unit


Credit

value:

Optional units

Unit code: Unit


Credit

value:

Prerequisites

Entry requirements Requirements

Learners will require the following skills for

completion of this unit as follows:

Analytical skills, communication skills, effective

business relationships, information management

skills, presentation skills, research and data

collection skills, relate to people from diverse

backgrounds, and diverse abilities.

The unit is open to candidates of either gender and

there are no entry barriers on grounds of race,

creed or previous academic attainment or learning.

There should be equality of access for candidates

and candidates must be enabled and supported to

undertake this qualification.

All institute staff involved in the assessment or

delivery of these qualifications should understand

learner’s requirements and through initial

assessment, match them to the needs and

IELTS level 4 is preferred.

Functional IT skills would be an

advantage.

No specific pre-entry qualification in

human resources is required.

Pre-entry requirement of Certificate 3

level equivalency.

Credit transfer is available as published.


capabilities before entering learners as candidates

for this qualification.

Qualification pathways

This qualification Qualification pathways: Further units

Level 4 Composite Award in Facilitating

leadership

Certificate 4 in Leadership

Certificate 4 in Management

Certificate 4 in Human Resources

Certificate 4 in Business Administration

Diploma in Human Resources

Diploma in Business Administration

Copyright and ownership Modification history:

Copyright of units, Intellectual Property Rights

and ownership of the qualification will be owned

by ACTVET.

Release no: 1 Previous code:

Comment: New code:

National Occupational Standards UK, Australia



Leadership



Qualification overview

These qualifications

are suitable for:

Learners should be working in the field of administration, management,

learning and development, training or human resources and have

background knowledge of the profession as a minimum requirement. The

minimum age requirement is seventeen.

Target market

The target market for this qualification are administration, management,

learning and development, training or human resources generalists, small

company owners and staff with a recruitment role.

Job activities/tasks

The core component of this unit contains competencies in: administration,

management, learning and development, training or human resources

Work

context/conditions

This unit is for any individual who is, or wishes to be involved in

administration, management, learning and development, training or human

resources.

Example employers Government organisations

Private sector employers

Example jobs Related occupations

Executive Administrator

Junior Manager

Supervisor

Learning and development specialist

Trainer

Office Manager

Persons with departmental responsibility

Professional

association:

International professional association such as Institute of Leadership and

Management



Leadership



Delivery and Assessment

Mode of delivery

Mode of delivery will be classroom or any other mode of delivery that meets the needs of the

learner, ensuring learner has access to appropriate resources.

It is strongly advised that learning and development of subject content and associated skills be

referenced to real vocational situations in an office environment.

Arrangements for learners with special assessment requirements

Arrangements for learners with special assessment requirements may need to be adapted to meet;

language requirements

cultural or religious requirements

physical disabilities

particular learning needs.

Trainer qualifications

Training of learners will be by qualified Licensed Vocational Trainers who meet the requirements

for employment in an ACTVET licensed institute and hold the required qualifications of Licensed

Vocational Trainer (proposed). Licensed Vocational Trainers should be qualified and have recent

experience of work in office environments.

The trainer will comply with all licensing and accreditation requirements for an ACTVET

Licensed Trainer.

Training methods

Licensed Vocational Trainers must use appropriate methods of training for classroom

environment that reflects the vocational requirements of a workplace setting. Learning must be

paced to meet the learner’s needs, preferred style of learning and is taught at a level where all

learners comprehend the concepts trained.

Assessment

Assessment will be in classroom environment

conducted by Assessors who meet the

requirements for employment in an ACTVET

licensed institute and hold the required

qualifications of Licensed Vocational

Assessor.

Assessment methodology will be selected to

utilise the most appropriate methods of

assessment for the knowledge or skill

involved and will be tailored to meet the

requirements of the Unit Standards.

Assessors must take into consideration any

special assessment arrangements for learners

to ensure learners are not disadvantaged in

the assessment process.

Assessors must have:

licensed Vocational Assessor qualifications

or similar

applied industrial experience

assessment practices that meet QFEmirates

National Standards of assessment

regular professional development practices.


Assessment methods

All assessment methods must use the appropriate assessment methods to assess knowledge and

skill. There must be fair, valid, reliable, authentic and sufficient evidence for all assessment

criteria. A range of assessment methods should be used to assess practical skills and knowledge.

The following examples are appropriate for this qualification:

assessment of written reports summarising results of candidate skills assessment and selection

outcomes

observation of techniques

direct questioning combined with review of portfolios of evidence and third party workplace

reports of on-the-job performance by the candidate

oral or written questioning

review of authenticated documents from the workplace or training environment

review of testimony from team members, colleagues, supervisors, managers, clients or

candidates.

Assessor decisions will make assessments that will be coded according to the

following schedule:

Code to be

inserted on

record sheet

Observation of the candidate by the assessor (Role play scenarios included)

Examination of the evidence by the assessor:

Examination of a product

Examination of the witness/expert testimony

Examination of a case history

Examination of a personal statement

Examination of written answers to questions

Questioning of the candidate or witness by the assessor:

Questioning of the candidate

Questioning of the witness

Professional Discussion

Realistic working environment

Simulation

O

EP

EWT

ECH

EPS

EWQ

QC

QW

PD

RWE

S

Verifier Vocational verifiers must have:

The Verifier will observe Assessors carrying

out assessments, review assessment decisions

from the evidence provided and hold

meetings with the assessment team to ensure

consistency in the use of paperwork and

interpretation of the qualification’s

requirements. Verifiers will ensure that

learner tracking of registration for

qualifications, assessment decisions and

achievement, are recorded and maintained

accurately and timely and are open to

scrutiny.

verifier qualifications or similar

have applied industrial experience

verification practices that meet NQEmirates

National Standards of verification

regular professional development practices

ability to manage the learner’s work

environment for the verification process

ability to evidence standardisation processes.


Verification method:

Assessment and verification process will conform to the following:

Institute systems for learner, assessment

and verification are unified.

Qualified Assessors must be used for all

assessment.

Learner’s achievement is evidenced and

recorded.

Learner is included in the assessment

decision making process.

Assessment of learner’s achievement is

evidenced by best practice.

Assessment takes into account diversity

and language differences.

Assessment of learner’s achievement is

tracked and recorded.

Learner will be able to compile their

portfolio using their preferred technology.

Assessment uses valid, fair, authentic and

reliable practice and reduces barriers to

assessment.

Evidence collection makes efficient use of

assessment opportunities and work

production.

Licensed Vocational Verifiers must be used

for all verifications.

Verification of learner’s achievement is

evidenced by best practice.

Verification of learner’s achievement is

tracked and recorded.

Standardisation of assessment and

verification processes are evidenced

Evidence of sharing of learner, assessor and

verifier best practice.

Evidence that complaints are addressed,

recorded and solved effectively.

National Industry Sector Classification Code

(SIC) to classify units and qualifications as

per the guidance in the QFEmirates

handbook.

Assessing and grading

This qualification is a knowledge, skills and application qualification. Assessment should, where

possible, take a holistic approach. Assessment in one unit can be used as the assessment for

another, if the assessed piece of work covers the criteria in the units. Assessment must be

accessible for learners and the process of assessment as simple as possible. Learners must

demonstrate competence by producing a portfolio of evidence.

This qualification is examined in two ways: assessment of performance and underpinning

knowledge. All performance is assessed by an assessor against the performance criteria and

recorded in the Cumulative Assessment Record. Competence recognises all qualification

requirements have been achieved. Not yet competent means all requirements have been attempted

but yet to be achieved, insufficient evidence means all requirements have not been attempted.

Underpinning knowledge is examined that more than 80% of the predetermined marking criteria

should be met.

This qualification is internally assessed by qualified Assessors and verified by Qualified Internal

and External Verifiers of Approved Provider status institutions. Simulations in assessment are not

recommended and will require prior approval from the External Verifier.

Learner evidence

Learners must demonstrate knowledge and skill achievement in a presented portfolio.

Integrated assessment

Opportunities for integrated assessment are possible between units 1, 2 and 3.


Risk in assessment

The learner’s work environment needs proper management and risk management analyses. The

following risks will be observed in the training, assessment and verification phases:

health and safety

stressing the learner

inauthentic evidence/collation/unjustifiable support to the learner

over-assessment

potential of unfairness to the learner

failing to meet assessment strategy of a qualification.

Appeals procedure

In the event that a learner judges that he is being unfairly considered in the assessment or

verification process he has the right to appeal using the recognised appeals procedure and

documentation (not included in this submission).

In the event that an assessor judges that he is being unfairly considered in the assessment or

verification process he has the right to appeal using the recognised appeals procedure and

documentation.



Leadership



Unit: 1

Unit title: Understand principles of management and leadership

Unit code: OF950400212

Leadership

Level: 4 Credit value: 4 Notional learning hours: 60 hours

Unit Information

Unit description of content

This unit describes the performance outcomes, skills and knowledge required to introduce

learners to the development of practical leadership skills at a non-strategic level within a

changing work environment. The unit focuses on understanding how current theories of

management and leadership can be applied to specific workplace situations. Learners will

examine the relationship between management and leadership, why these two concepts are often

used interchangeably and the different perspectives, particularly in relation to the

behaviour of managers/leaders.

Information for learning and achievement

The unit requires learners to demonstrate and achieve the key required skills, knowledge and

competence embedded in the unit including applying leadership theories and models to specific

situations, enable learners to compare and evaluate the usefulness of these theories and gain

insight into specific leadership requirements in an organisation. In addition, learners will

demonstrate an ability to develop their own management and leadership skills through assessing

requirements within their current or future job roles

This unit is a knowledge, skill and application unit (KSA). Learners must attempt all aspects of

the unit requirements and demonstrate achievement in all aspects of evidence requirements. It is

strongly advised that learning and development of knowledge and associated skills be referenced

to real vocational situations in the workplace. Evidence must be at the level required by the unit

standard and all related criteria. Candidates must contribute to group work by playing a role of

both individuals as well as team members in varied roles and parts in group activities. Groups

must perform as a group but individuals within the group must perform different tasks to

demonstrate achievement of evidence requirements.

Assessment strategy

Assessment of the evidence requirements, to confirm that learning outcomes have been met, is

considered holistically where evidence in one unit or learning outcome may provide the evidence

for other units and learning outcome.

This qualification is examined in two ways: assessment of underpinning knowledge and

performance.

Underpinning knowledge is examined so that more than 80% of the predetermined marking

criteria must be met.

Performance is assessed by an assessor in the workplace against the performance criteria and

recorded in the Cumulative Assessment Record. ‘Competent’ recognises all unit criteria have

been achieved. ‘Not yet competent’ means all criteria have been attempted but yet to be achieved,

‘insufficient evidence’ means not all criteria have been attempted.





Assessment can include role play, scenario setting, drama, presentations, written material, notes,

checklists, lists, statements, comparative charts, diagrammes.

Recording and storing of learner achievement

Keep evidence of learner’s work in the Centre for up to one year.

Encourage learners to maintain learning logs and evidence of professional development.

Ensure learners maintain portfolios of work as evidence of achieving learning outcomes.



Leadership



Unit: 1



Leadership


Assessment criteria: Knowledge, skills and application (KSA)

Learning outcomes

Learning outcome 1: Understand the link between management and leadership

Performance criteria:

1.1. Functions of management are outlined.

1.2. Skills associated with leadership are described.

1.3. Relationship between management and leadership is explained.

Learning outcome 2: Understand the skills and styles of management and leadership


2.1. Personal and professional skills required for effective management are explained.

2.2. Skills and styles of successful leaders are compared.

2.3. Expected impact of own leadership style on work groups is assessed.

2.4. How management and leadership styles impact on the achievement of organisational

objectives is analysed.

Learning outcome 3: Be able to apply theory in an organisational context


3.1. Appropriate theories of management and leadership are selected to identify management and

leadership requirements within an organization.

3.2. The usefulness of using theories for gaining insights into leadership requirements is reported.

3.3. Development of management and leadership skills for a given job role is planned.

3.4. Justified evaluations of management and leadership development methods are made and

selected.

Evidence guideline

Formative evidence for this unit can be written, oral or diagrammatic, as directed for given

situations.

Formative evidence ought to assist learners to learn and increase performance to reach

summative assessment requirements.

Summative assessment is project based from real live work situations. Simulation is only

permissible with the written approval of the Internal Verifier.

Learners should demonstrate no less than 80% of the requirements for the summative

assessment.

Re submissions are permissible.

Evidence requirements

1. Learners understand the link between management and leadership and evidence with a report

on functions of management, skills in leadership and the relationship between management

and leadership.

2. Learners understand the skills and styles of management and leadership and evidence with a

report on skills required for effective management, a comparison of skills and styles of

successful leaders, the impact of management and leadership styles on organisational


objectives and expected impact of own leadership.

3. Learners apply theory in an organisational context and evidence with a report on leadership

and management theories, leadership and management requirements within an organisation,

the planning for development of management and leadership skills and an evaluation of

management and leadership development methods.

4. Learners review own work and identify performance improvement strategies.



Leadership



Unit: 1



Leadership

Mapping of CoreLife Skills

Learning outcomes

Performance Criteria

Collecting,

analysing,

organising

and

applying

information

in a given

context

Communicating

information,

concepts and

ideas

Initiating

and

organising

self and

activities,

including

motivation,

exploration

and

creativity

Working

with others

in teams

including

leadership

Solving

problems

including

using

mathematical

ideas and

techniques

Applying

information and

communication

technology

Participating in

social and civic life

including ethical

practice

1

1.1 x x x

1.2 x x x

1.3 x x x

2

2.1 x x x

2.2 x x x

2.3 x x x

2.4 x x x

3

3.1 x x x x x

3.2 x x x x

3.3 x x x

3.4 x x x x x



Leadership



Unit: 2

Unit title: Provide personal leadership


Leadership


Unit Information


This unit describes the performance outcomes required to display high levels of personal

leadership and to be a role model within the work environment. This unit applies to staff who

have a leadership role. It applies to the manner in which they conduct themselves, the initiative

they take in influencing, assisting and guiding others, and to the way they manage their own role

and responsibilities.

Competence in this unit requires consistently high levels of self-management and behaviours that

exemplify the desired standards within the organisation. This involves the candidate earning the

trust and respect of the team and acting as a role model at all times.

This role is undertake by staff with managerial responsibility (people management or operational/

specialist management).



applications embedded in the unit including addressing development needs to meet

organisational, individual and team objectives and goals; influencing individuals and teams in a

positive manner; making informed decisions; developing high personal management performance

standards and enhancing the image of an enterprise.









Assessment strategy





performance.











Assessment of this unit is to be conducted in a classroom, simulated workplace environment and

workplace environment. Assessment can include role play, scenario setting, drama performance,

presentations, written material, reports, checklists, lists, statements, comparative charts, posters,

portfolios and diagrammes.







Leadership



Unit: 2



Leadership



Learning outcomes

Learning outcome 1: Be able to influence individuals and teams in a positive manner


1.1. Individual and team efforts and contributions are encouraged, valued and rewarded.

1.2. Work undertaken by individuals/teams is accountable and promoted by clearly

communicating roles, responsibilities and expectations.

1.3. Information and positive ideas from the team are accepted and supported.

Learning outcome 2: Be able to make informed decisions


2.1. Information relevant to the issue/s under consideration is gathered and organized.

2.2. Individuals/teams are involved to actively participate in the decision making process.

2.3. Preferred course of action is determined after risks and options are examined and assessed.

2.4. Decisions made for individuals/teams are communicated clearly and in a timely manner.

2.5. Plans to implement decisions are prepared after agreement by relevant individuals/teams.

2.6. The implementation and impact of decisions are monitored using reliable feedback

processes.

Learning outcome 3: Be able to enhance the image of the enterprise


3.1. Business is conducted in a way that is consistent with enterprise standards and values.

3.2. Inappropriate values and standards exhibited within the organisation are discussed promptly

and noted with appropriate persons using established communication channels.

3.3. Very high standards of personal presentation are consistently displayed in line with

organisational expectations and policies.

Learning outcome 4: Be able to demonstrate high standards of personal and management

performance


4.1. Organisation’s reputation of integrity and credibility is developed through personal

performance and behavior contributions.

4.2. Standards of personal and management performance are consistent with enterprise

requirements.

4.3. A positive role model is provided for others through personal and managerial performance.

4.4. Plans are developed and implemented in accordance with enterprise goals and objectives.

4.5. Key performance indicators and targets are developed, set and monitored within the

team/enterprise business plans.

Evidence guideline


situations.







assessment.



1. Learners influence individuals and teams in a positive manner and evidence with a report on

the encouragement, acceptance and support to individual and team efforts.

2. Learners make informed decisions and evidence with a report on information gathered for

decision making, individuals and team involved, decisions made, plans and communication to

implement the decisions, and monitoring of the impact.

3. Learners enhance the image of the enterprise and evidence with a report on the evaluation of

behaviour and practices against enterprise standards and values, and actions taken to address

appropriate and inappropriate behaviour and practices.

4. Learners demonstrate high standards of personal and management performance and evidence

with a report on own behaviour and performance against enterprise standards, and

requirements and expectations to others.




Leadership



Unit: 2



Leadership


Learning outcomes

Performance Criteria

Collecting,

analysing,

organising

and applying

information

in a given

context

Communicating

information,

concepts and

ideas

Initiating

and

organising

self and

activities,

including

motivation,

exploration

and

creativity

Working

with others in

teams

including

leadership

Solving

problems

including

using

mathematical

ideas and

techniques

Applying

information and

communication

technology

Participating

in social and

civic life

including

ethical

practice

1

1.1 x x x x

1.2 x x x x

1.3 x x x x x

2

2.1 x x x

2.2 x x x x

2.3 x x x x

2.4 x x x x

2.5 x x x x x x

2.6 x x x x x

3

3.1 x x x x

3.2 x x x x x x x

3.3 x x x x

4

4.1 x x x x x

4.2 x x x

4.3 x x x x

4.4 x x x x

4.5 x x x x x x



Leadership



Unit: 3

Unit title: Develop and lead teams and individuals


Leadership


Unit Information


This unit describes the performance outcomes, skills and knowledge required to promote

leadership within the workplace. It involves leading teams, developing team plans to meet

expected outcomes and proactively working with the management of the organisation.

Frontline managers have an important leadership role in the development of efficient and

effective work teams. They play a prominent part in team planning, supervising the performance

of the team and developing team cohesion. They provide leadership for the team and bridge the

gap between the management of the organisation and the team members. As such they must

'manage up' as well as manage their team/s.



competencies embedded in the unit including to develop understanding and ability in developing

and leading teams, as required by a practising or potential middle manager.









Assessment strategy





performance.










Assessment can include role play, scenario setting, drama, presentations, written material, notes,

checklists, lists, statements, comparative charts, or diagrammes.



Leadership



Unit: 3



Leadership



Learning outcomes

Learning outcome 1: Be able to develop individual and team development needs


1.1. Workplace learning opportunities, coaching and mentoring assistance are provided to

facilitate individual and team achievement of competencies.

1.2. Development opportunities which incorporate a range of activities and support materials

appropriate to the achievement of identified competencies are created.

Learning outcome 2: Be able to develop team cohesion


2.1. Opportunities are provided for input of team members into planning, decision making and

operational aspects of work.

2.2. Feedback is provided to team members to encourage, value and reward individual and team

efforts and contributions.

2.3. Individuals are encouraged to self-evaluate performance and identify areas of improvement.

2.4. Issues, concerns and problems are recognised, addressed and identified by team members or

referred to relevant persons as required.

Learning outcome 3: Be able to participate in and facilitate work teams


3.1. Team members are actively encouraged to participate in and take responsibility for team

activities and communication processes.

3.2. Support for the team is identified and given to resolve problems which impede performance.

3.3. Contribution to own work is presented as a role model to work teams and for others to

enhance the organisation's image within the work team and with clients/customers.

Learning outcome 4: Be able to liaise with management


4.1. Open communication is maintained with line manager/management at all times.

4.2. Information is communicated from line manager/management to the team.

4.3. Unresolved issues, concerns and problems raised by the team/team members are

communicated to line manager/management to ensure follow-up action is taken.

Evidence guideline


situations.







assessment.



1. Learners develop individual and team development needs and evidence with a report on

workplace learning opportunities, development opportunities and support activities to achieve

identified competencies.

2. Learners develop team cohesion and evidence with a report on input of and feedback to team

members regarding planning, decision making and operational aspects of work.

3. Learners participate in and facilitate work teams and evidence with a report on

encouragement team members, support to team members and presentation of contribution to

own work.

4. Learners liaise with management and evidence with a report on communication and

information to and from the line manager/management regarding work, concerns and

problems.




Leadership



Unit: 3



Leadership


Learning

outcomes

Performance

Criteria

Collecting,

analysing,

organising

and applying

information in

a given

context

Communicating

information,

concepts and

ideas

Initiating and

organising self

and activities,

including

motivation,

exploration

and creativity

Working

with others

in teams

including

leadership

Solving

problems

including using

mathematical

ideas and

techniques

Applying

information and

communication

technology

Participating

in social and

civic life

including

ethical

practice

1 1.1 x x x

1.2 x x x

2

2.1 x x x x x

2.2 x x x

2.3 x x x

2.4 x x x x

3

3.1 x x x

3.2 x x x x

3.3 x x x x

4

4.1 x x x

4.2 x x x

4.3 x x x x

qualification aims - actvet · 8 | level 4 composite award in facilitating leadership abu dhabi...

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